Navigating the Technological Frontier: A Reflective Journey into Integrating AI in Teaching and Learning

                  

“Technologically Alien” Learner and Teacher

At my school times, as an English language learner, I could rarely use technologies since our studies heavily relied on paper-based mode of learning and teaching. Although there were some computers and speakers, we (I and my classmates) could only use them during IT classes. Unfortunately, there was no access to technological tools and devices in other classes. Only when I was 17, I could have my first laptop that I used for IELTS listening and reading activities. Even at university, technology (let alone AI tools) was passively integrated into learning process. Perhaps, therefore in my early years of teaching I found it frustrating and depressing to include technologies, together with AI, in my teaching practices as many teaching methods I acquired before, needed some modifications by including newly invented digital educational tools.

Breaking Boundaries: from Comfort Zone to Digital Pedagogy

It was high time to get out of my comfort zone as “sometimes, it is necessary to search beyond the norm, develop new ways of doing things” (Chen, Chen, and Lin, 2020, p75264). Thanks to my MA Learning and Teaching Course (specifically ILT or Innovating Learning and Teaching Module) in WIUT (Westminster International University in Tashkent) I learnt to wisely integrate digital tools and AI invention into pedagogical practices and optimize the learning atmosphere. At the very beginning, it seemed to be a depressing, time consuming and difficult process since I, as a teacher, had to acquire IT skills, new web-based tools and e-devices to penetrate AI and cyber tools into educational environment. The next great challenge was not to teach my learners to master the language, but to adapt them to the new system full of newly created tech elements.

Unveiling the Unpredictable: AI in Education Transforms Expectations

We can never predict what is waiting for us and all of my expectations turned out to be nonsense. As Loeckx (2016) suggested, AI applications served as effective instruments in education and lessen some burdens that both students and I, as an educator, face offering a meaningful educational experience for my learners (cited in Zhai et al., 2021). Surprisingly, my students, who had been complaining about the complexity of virtual utilities at the beginning of their educational journey, liked the diversity that technologies and AI brought to the classroom. Teaching process and results become much more fruitful by including computerized aids as well as machine learning tools whereas traditional educational methods include tedious and repetitive tasks (Chan and Zary, 2019).

AI-Powered Education: Tailoring Learning Experiences for Every Student

Furthermore, AI-driven tools can adapt and personalize content and now I can cater to different learning styles and learners’ pace. Every student is unique with their various abilities and needs and it is rather demanding for educators to satisfy all students by conventional teaching approaches (Chen et al., 2020). Educational platforms and tools have added a new dimension to my EFL classes making them more participatory and engaging. Some useful features that cyber tools offer, like embedding videos (even making interactive videos), interactive presentations, eye-catching activities, vocabulary tasks that can be fulfilled even at home for reviewing purposes, captured my learners’ attention and fostered collaborative learning atmosphere.

Conclusion

To put everything in a nutshell, I discovered the field called “AI and digital tools” that has played a transformative role in my professional path both as a learner and a teacher. It has redefined conventional paradigms in education and now I can make my lessons more adaptive, inclusive and data-driven. Even a coin has two sides, likewise, any teacher may face some challenges like the ones mentioned above and some others which will be discussed in another post of mine (hope you are looking forward to reading the next post from now on). Nevertheless, I think benefits we can gain far outweigh the disadvantages. These advancements in technology are inevitable and it’s much easier and more useful to adapt to them rather than avoiding.

References

Chan, K. S. and Zary, N. (2019). Application and Challenges of Implementing Artificial Intelligence in Medical Education: Integrative Review. JMIR Medical Education, 5 (1). Available from https://mededu.jmir.org/2019/1/e13930 (Accessed 13 December 2023).

Chen, L., Chen, P., and Lin, Z. (2020). Artificial Intelligence in Education: A Review. Multidisciplinary, 8. Available from https://www.researchgate.net/publication/351470728_A_Review_on_Artificial_Intelligence_in_Education (Accessed 5 December 2023).

Chen, X. et al. (2020). Application and Theory Gaps During the Rise of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence, 1. Available from https://www.sciencedirect.com/science/article/pii/S2666920X20300023 (Accessed 5 December 2023).

Zhai, X. et al. (2021). A Review of Artificial Intelligence (AI) in Education from 2010 to 2020. Available from https://www.hindawi.com/journals/complexity/2021/8812542/ (Accessed 12 December 2023).